Northern Arizona University s6

NORTHERN ARIZONA UNIVERSITY

1.0 Revision History

2.0  Purpose

To establish protocol regarding final examinations in the event of a University Emergency Closure.

3.0 Definitions

Emergency closure - refer to the Human Resources policy 2.10 Emergency Closure.

4.0 Applicability

Faculty

5.0 Policy/Procedure

Final examination assessments vary in relation to discipline, course design and pedagogical practice. Protocol for managing a cancellation of final examinations must recognize this variation by providing faculty with a menu of options for establishing alternatives for students. In the event of a university emergency closure during the final examination period, faculty teaching courses for which regularly scheduled examinations are cancelled will offer students one or more alternatives for completion that must include a provision for earning a grade by the end of the term:

1)  Faculty who have specified an emergency closure policy for final examinations in the course syllabus may implement this policy, as long as it affords graduating students an option to complete course requirements by the time grades are normally posted and does not require students to return in the subsequent semester. Note: Faculty establishing such practices are required to have their statement of options approved by the Department or unit.

If an emergency closure policy is not presented in the course syllabus:

2)  Faculty may offer students the option of the grade earned in the course to date or determined by a methodology to project a final assessment score/grade based on the average of previous similar assessments per syllabus policy, or to complete the final examination during a university final examination schedule established during the week of registration prior to the beginning of the following term (for Fall) or the first summer session (for Spring) or at a later date;

OR

3)  Faculty may develop alternative final assessment protocols consistent with the syllabus grading policy using the University’s learning management system, which allows students to complete the course by the end of the regular term grading period, or by the end of the rescheduled final examination period;

OR

4)  Faculty may establish alternative final examination sessions prior to the first commencement that accommodates all students in relation to other scheduled final exams, with an option for students to complete the final examination during a university final examination schedule established during the first week of the following term ( for Fall) or the first summer session (for Spring). Faculty or the university may arrange to have proctors to administer these exams.

If final grades are determined by the end of the semester, faculty will report the grades for impacted courses per the established schedule. Students in impacted courses that do not have final grades by the end of the term will be assigned an “I”. Grades for the term will be processed completely after the rescheduled examination period, per a calendar established by the Registrar. Academic standing processes for probation status (new and continuing) will be delayed until the final processing of term grades. Suspension will be on hiatus until the end of the next academic term.

Faculty are asked to be responsive to students who believe that the driving conditions are too perilous for them to come to campus; in such instances, accommodations should be made to offer those students an opportunity to make-up their final exam or assignment.

If students have employment, study abroad commitments, or have already made travel arrangements for departing Flagstaff, they should not be penalized; rather the faculty member needs to work with the student to find an alternative for administering a final exam or issuing a final grade for the course.

In the event that faculty experience power outages and may have little or no connectivity to contact students, the faculty member will be in touch with the department chair about contacting students.

Approved by the Provost’s Academic Leadership Council, 1.4.2012

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